1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
I determined a student's current understanding of concepts by using various types of formative evaluations.
I arbitrarily pick a day and give the students a pop quiz. I do not count their scores. I use the results to gauge their level of understanding of specific scientific concepts, as well as areas that need additional focus and attention. I conducted a pop quiz right after the students learned transcription and translation.
I also give scheduled quizzes. These formative evaluations allow me to understand if the students can move on to the next piece of content/instruction, or is additional attention and focus is needed on previous content.
I frequently have journal questions that they answer prior to introducing a lesson. By hearing a few of the responses, I have an understanding of their prior knowledge of a specific scientific concept.
I will write some application questions on the board. I will have volunteers come up to the board and answer these questions. Similar to the pop quizzes and journal entries, this exercise will allow me to understand how to tailor my lessons to meet the needs of the students.
Towards the middle of a unit, I have the students complete a graphic organizer. The purpose of the graphic organizer is to see if they understand the scientific concepts from the various lessons. Were they able to see the big picture, as well as the little picture. Can the students make connections with the various concepts discussed in class.
Every period, I try to have the students work in groups on an activity. As I walk around and evaluate their progress, I try to ask different types of questions (DOK-recall; DOK 2- skill concept, DOK 3 - extended thinking) .
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic
The concepts of this unit included the following: cell division, DNA structure, transcription, translation, how are all these concepts involved with creation of proteins, and analysis of DNA, using lab equipment, to answer an inquiry question (PTC lab activity)
The concept of dna structure include describing the three building blocks of DNA
Phosphate
Deoxyribose Sugar
Nitrogenous Base (adenine, guanine, cytosine, thymine)
It includes describing that that DNA molecule consists of a double-helical form, with the sugar and phosphate sides. The nitrogenous bases form the steps of the DNA molecule.
The students will be able to describe that adenine always binds to thymine and guanine always binds to cytosine.
DNA Scientists (What did each do)
Watson & Crick
Franklin
Chargaff
Griffith
The concept of transcription is the conversion of the DNA language into the language of ribonucelic acid. (How does this happen?) This concept involves
Describing how DNA is unwound
Explaining the building blocks of a ribonuceic acid,
Explaining how a specific enzyme creates ribonucleic acid using a strand of DNA.
The concept of translation includes using the information in the ribonucleic acid to create a protein. (How does this happen?)
The ribonucleic acid that was created in transcription leaves the nucleus and moves into a ribosome (protein factory).
The ribonucleic acid consists of nitrogenous bases (adenine, thymine, guanine, and uracil).
Each set of three consecutive bases is a codon.
Each codon is linked to a specific amino acid, which are transported into the protein factory.
The amino acids line up, based on the sequence of codons within the ribonucleic acid.
At the end of translation, the sequence of amino acids bind together and form a protein.
How are all these concepts involved with the creation of proteins? Sometimes when we get into the detail of each step, the students may lose sight of the big picture (development of proteins).
I created an analogy to help them stay on track. At the time of this unit, the wiinter olympics were being conducted in Vancouver.
Lets say a Chinese skater is in Vancouver. He is walking in Olympic Village. He walks by a restaurant and sees someone having spaghetti and meatballs. Later that night, he his hungry and would like to go to that restaurant. One problem, he does not speak English and the waiters at the restaurant do not speak Chinese. What does he need? (An interpreter). Once he has an interpreter, his Chinese order can be converted into English by the interpreter. This information can be then be communicated to the waiter, who will then bring the appetizers, spaghetti, and apple pie.
Language of Chinese is converted to the language of English by the Interpreter. Language of DNA is converted to the language of ribonucleic acid by ribonucleic acid polymerase.
The interpreter then tells the waiter the order. The ribonucleic acid tells another specific molecule which amino acids are needed.
The meal consists of the appetizers, spaghetti, and apple pie. The protein consists of all the amino acids that are ordered.
Cell division (describe each phase)
interphase
prophase
metaphase
anaphase
telophase
Mutations
What is a point mutation?
What is a shift mutation?
In the Analysis of DNA, using lab equipment, to answer an inquiry question, the students will use their understanding of nitrogenous base sequences in DNA and their previous experience with gel elctrophoresis to determine if they have the genetic alleles for tasting PTC.
This is my informal assessment. It will be explained further in questions 3 & 6.
RI GSE: (Life Science 1 (9-11 )-2 Students demonstrate an understanding of the molecular basis of heredity
by describing DNA structure and relating it to the DNA sequence
by describe how DNA contains codes that produce specific proteins
Misconceptions:
Students have difficulty with this section because there is a lot of new vocabuary and multiple processes to understand. Once this happens, the students lose sight of the big picture (development of proteins)
It is easy to get the different processes ( example: transcription & translation) confused.
Where does each step occur (transcription-nucleus, translation-outside nucleus)?
Ribonucleic acid has uracil, no thymine. DNA has thymine, no uracil
Ribonucleic acid is not double stranded
Once this happens, the students lose sight of the big picture.
It is important to teach this topic so that students understand and can explain the reason for the difference in human traits (difference in human hair color or eye color is due to a difference in DNA sequences that lead to the formation of different proteins which produce variations in a trait)
3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
The PTC lab activity, my informal assessment, evaluates some of the concepts listed above (dna structure and analyzing DNA using lab equipment to answer an inquiry question) . The students have previously used gel electrophoresis as a method of analyzing DNA samples. In this activity, the students will use their prior knowledge of gel electrophoresis to evaluate their own DNA and determine if they contain a specific gene that allows for tasting a specific substance called PTC.
Inquiry Question: Based on how my DNA separates in the gel electrophoresis, am I a taster or a non taster?
The concepts addressed in this lab will be
analyzing lab equipment to answer an inquiry question about whether they have a gene that allows for tasting a substance called PTC
analyzing the DNA structure (nitrogenous bases) of human and chimpanzee PTC genes to explain any similarities/differences between the evolution of these species.
Instructions
Day 1
The students will rinse their mouth with salt solution and spit it back in the cup.
The sample will be placed into a vial and subsequently centrifuged
The supernatant is poured out.
An agent that extracts the DNA from the cheek cell is placed into the vial.
The vial is then heated until it boils.
The vial is centrifuged once again. The DNA rises to the top. The DNA has been isolated.
A PCR primer is added to the DNA to amplify the DNA
Day 2
The DNA sample is placed into the gel electrophoresis apparatus.
The students also place a marker sample into the apparatus to use as a standard.
Students will see how the DNA will separate in the gel electrophoresis.
Based on the separation patterns (compared to the standard), the students will determine if they are a taster or a non-taster of PTC.
As the students analyze their DNA separating on the gel, the expected patterns of separation for tasters and non-tasters will be presented on the whiteboard for comparison.
The students will also use their knowledge of base sequences in DNA to compare human and chimpanzee PTC genes. (see student lab activity)
4. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well. Concepts addressed in the formal assessment (Unit Test)
Scientists
Who was first to see the DNA molecule
Who created the double-helix?
Cell division
Metaphase?
Interphase?
Transcription
Translation
DNA structure
Protein formation
Mutations
The test includes:
Matching
Multiple Choice
Fill-in-the blanks
Written-reposonse questions
The matching and multiple choice questions were one point each.
The fill-in-the blanks were two points each.
The written response questions were four points each.
5. Develop the evaluation criteria (or key) for your formal assessment or link it here.
Key for formal evaluation
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry
4
3
2
1
Etiquette
Students were able to behave appropriately; Set up and use lab equipment; Clean and dismantle lab equipment at the conclusion of the lab
Students behaved appropriately; lab equipment was set up appropriately; Lab equipment was not cleaned and dismantled appropriately
Students did not behave appropriately; Lab equipment was not cleaned and dismantled appropriately
Students did participate in lab activity
DOK level 1 -Fact/recall
Based on your gel, do you predict you will be a strong taster, a moderate taster, or a non-taster?
Based on the gel electrphoresis results, student has correct genotype
Student was not able to produce gel electrophoresis results
Based on the gel electrophoresis results, student has incorrect genotype
No information
DOK level 2 -Skill/Concept
Compile data from your class as to whom is a taster and non-taster? What percent of your peers are tasters?
Which phenotype is dominant?
Students compiled the percent tasters and non-tasters.
Student compiled tasters data only
Percent compiled is incorrect
No information
DOK level 3- Strategic Thinking
Based on the evidence, did tasters evolve from non-tasters, or vice versa? Explain
Student states the direction of evolution with supportive explanation. Students use the evidence to support the hypothesis.
Student states the direction of evolution with incomplete/vague explanation
Student state the direction of evolution with no explanation
No information
DOK level 4 - Extended Thinking
Propose a reason why tasters might have evolved in the direction you decided?
Student thinks outside the box and proposes a hypothesis for the reasons for his/her specific direction of evolution for tasters and non-tasters.
Student forms connections between the tasters/non-taster's environment and its ability to survive.
Student proposes a viable hypothesis for the reason for the direction of evolution for tasters and non-tasters
No connections are created between environment and survival
Student proposes a non-viable hypothesis for the direction of the evolution of tasters and non-tasters.
No information
The rubric inquiry addresses scientific practices related to inquiry by having the students calculate the percent tasters in their own aggregate of peers after they have collected data on their own PTC genotype data. The students described their observations by drawing the their segregation patterns on their lab handout. Using his/her own data, the student had an understanding of how human expressed or did not express the PTC gene. Using this information, the students then analyzed and compared the PTC genes of human and non-human primates. Using this information, the students hypothesized if non-tasters evolved from tasters or vice versa, (DOK #3 Strategic thinking). Once the students created their hypothesis, they had to support their hypothesis by proposing a reason why the tasters/nontasters might have evolved in the proposed direction (DOK level 4 - Extended Thinking). This question allows the students to use their knowledge of the PTC gene in human an non-human primates and make a connection to how and why it evolved the way the student has proposed it. What scientific practices did students engage in during this activity? Did they follow a test protocol? Decide how to assemble data? Did they make a claim that they had to support with evidence, for example?
7. & 8. - Already addressed above.
9. For your informal assessment, upload scans of the work of three or four students.
10 For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning
differences or special needs?
Cell division - multiple choice, written response questions
DNA Scientists - matching, multiple choice
DNA structure - multiple choice, fill-in the blanks
Transcription- multiple choice, fill- in the blanks
Tranlslation - multiple choice, fill-in the blanks
Mutation- Written response questions
Analysis of DNA using lab equipment - written response question
I provided accommodations for students with learning differences
by providing extra time for students to take the test
by providing multiple choice questions for students with learning differences
by allowing students with writing difficulties to use a lap top
III. Analysis / Reflection
11. Use both your formal and informal assessment to describe what you learned about your students' understanding about these concepts. Use specific examples from both to illustrate your point. What can they do now? What do they stilll need to learn?
What concepts have they learned?
In the formal and informal assessments, the students can demonstrate an understanding on the following concepts:
Which bases in DNA bind together (formal -questions 24)
understand how DNA is different to ribonucleic acid (formal - questions 20 -22)
understand how DNA bases bind to ribonucleic bases in transcription (formal - question 25)
understand the specific parts of the cell cycle (formal - question 30)
Understand how to analyze the codon of a ribonucleic acid and determine which amino ancid is incorporated into translation (question - 26)
Analyzing data and answering inquiry-related questiona (informal - questions 8 & 10)
What do they still need to learn?
The are a few students who confused transcription and translation. This was a misconception I did not anticipate.
Where did each take place in the cell?
What is the final product of each?
In the future I will have the students create a graphic organizer that differentiates transcription and translation.
A few of the students confused point mutations with shift mutations. I probably did not spend enough time on this concept. In the future, I will have a couple of more activities that address this concept as well as a graphic organizer that differentiates the two types of mutations.
12.None
13. For formal assessment, select one student characteristic, and compare the relative performance of each group. Use a box/whisker plot to compare the groups. What do you conclude? why?
Entire Period
Mean Test: 76
High 90
Low: 49
Females
Mean test: 74
High: 90
Low: 49
Males
Mean test: 79
High: 88
Low: 68
The lower end of the male distribution was higher than the female lower end. There were two females who failed the test. As a result the mean of the unit test was higher for the males.
As I taught this unit, I had students solve genetic problems on the white board. Perhaps, I needed to focus more attention on these two females who did not perform as well on the test. Perhaps I need to better utilize my formative evaluations so that the lower performing students perform well on the summative evaluations.
14 Describe one way you involved self-assessment. How did you communicate what you learned from both assessments to students? What did they do with this information?
During this unit, I gave the students a pop quiz on DNA structure and the scientists. I did not count the pop quiz; I also did not communicate this information to the students until the end of the period. This pop quiz happened the day before a scheduled quiz. After I gave the pop quiz, I asked the students to use their notes and book to correct their own quiz. After they corrected their own quiz, I reviewed the correct answers with the students. This form of self-assessment allowed the students to understand the level of studying needed for the upcoming scheduled quiz. It allowed the students to understand their strengths and areas of further focus. Did you support students making these self assessments? How?
When I give the tests, labs and quizzes back to students, I have a powerpoint slide with the following data: mean, high and low marks on the assessment. I also point out a few questions that provided difficulty for most students. I tell the students that there is a good chance that they will see these questions on the mid-term test. The students write the correct answer to the difficult questions on their test and PTC laband then file these documents nto their binder.
1 Comapare your objective for student learning to the student learning you observed. What did you learn about your teaching? What will you do differently? What, if anything, will you do to imporve the assessment instrument?
My objectives for the students included the following: After this unit, the students will be able to:
Describe the building blocks of DNA
Explain the differences between the DNA structure and ribonucleic acid
Describe the significance of each of the DNA scientists
Describe the different phases of the cell cycle
Explain the process of transcription
Describe the what happens in translation
Explain how variation occurs through point and shift mutations
Analyze DNA and answer an inquiry-related question
Well-stated objectives. :-)
After evaluating the formal (unit test) and informal assessments (PTC lab), I feel that the students achieved the objectives of the unit. By evaluating the tests, I coul see that
Students were able to demonstrate an understanding of the significant contributions of scientists
Students could describe that DNA has deoxyribose and is double stranded, while ribonucleic acid has ribose and had uracil instead of thymine.
Students could describe that metaphase is when the chromatids line up at the spindle and get ready for separation.
Students could explain how ribonucleic acid is formed during transcription.
Students could describe that a specific codon on ribonucleic acid is linked with a specific amino acid.
Students could explain how variations lead to specific types of mutation.
Students could comapare and analyze PTC gene data from humans and non-human primates, and explain a possible direction for evolution as well as hypothesize why it may have happened?
I felt I was able to meet the objectives of student learning. On my formal assessment (unit test), I did not incorporate a question of high order thinking (DOK-4; extended thinking). This is an area of improvement for me. During my instruction, I need to build a foundation and then present questions to students that forces the student to have a higher level of thinking. The next time I teach these lessons, I will try to have the following model for each lesson
Introduce instructional content (foundation)
Reinforce foundation with an activity
Build on foundation by introducing an activity that requires higher level of thinking.
I agree. Your objectives are for DOK 1 & 2 level understanding. Though you considered your PTC lab to require strategic thinking, I doubt this happened unless you had students solve a particular problem with their data or recount how the protocol helped them answer a question. Generally, DOK 4 thinking occurs in an extended project. I think of this as requiring iteration/self-correction.
If I can consistently do this with each lesson, I feel that the students can confidently apply their foundation toward more application-related questions on a test. If I had to change my assessment instrument (unit test) for the future, I would add a couple of questions that forces the students to have a higher-order of thinking. The higher-order thinking is a skill that students can take with them into any new environment.
I agree. The process you've shared indicates how difficult it is to have students engage in higher-level thinking. You spent all this effort, but are unsatisfied with this particular part of the assignment. This is a good sign, since recognizing students "aren't quite there" is a key step in raising your level of teaching. That said, the PTC lab is a good starting place to move to the next level.
Formal and Informal Assessment of Student Learning
Name:
I. Assignment Description/Requirements
II. Preparation / Development
1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
I determined a student's current understanding of concepts by using various types of formative evaluations.
- I arbitrarily pick a day and give the students a pop quiz. I do not count their scores. I use the results to gauge their level of understanding of specific scientific concepts, as well as areas that need additional focus and attention. I conducted a pop quiz right after the students learned transcription and translation.
- I also give scheduled quizzes. These formative evaluations allow me to understand if the students can move on to the next piece of content/instruction, or is additional attention and focus is needed on previous content.
- I frequently have journal questions that they answer prior to introducing a lesson. By hearing a few of the responses, I have an understanding of their prior knowledge of a specific scientific concept.
- I will write some application questions on the board. I will have volunteers come up to the board and answer these questions. Similar to the pop quizzes and journal entries, this exercise will allow me to understand how to tailor my lessons to meet the needs of the students.
- Towards the middle of a unit, I have the students complete a graphic organizer. The purpose of the graphic organizer is to see if they understand the scientific concepts from the various lessons. Were they able to see the big picture, as well as the little picture. Can the students make connections with the various concepts discussed in class.
- Every period, I try to have the students work in groups on an activity. As I walk around and evaluate their progress, I try to ask different types of questions (DOK-recall; DOK 2- skill concept, DOK 3 - extended thinking) .
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
The PTC lab activity, my informal assessment, evaluates some of the concepts listed above (dna structure and analyzing DNA using lab equipment to answer an inquiry question) . The students have previously used gel electrophoresis as a method of analyzing DNA samples. In this activity, the students will use their prior knowledge of gel electrophoresis to evaluate their own DNA and determine if they contain a specific gene that allows for tasting a specific substance called PTC.
Inquiry Question: Based on how my DNA separates in the gel electrophoresis, am I a taster or a non taster?
Instructions
Day 1
- The students will rinse their mouth with salt solution and spit it back in the cup.
- The sample will be placed into a vial and subsequently centrifuged
- The supernatant is poured out.
- An agent that extracts the DNA from the cheek cell is placed into the vial.
- The vial is then heated until it boils.
- The vial is centrifuged once again. The DNA rises to the top. The DNA has been isolated.
- A PCR primer is added to the DNA to amplify the DNA
Day 24. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well.
Concepts addressed in the formal assessment (Unit Test)
The test includes:
The matching and multiple choice questions were one point each.
The fill-in-the blanks were two points each.
The written response questions were four points each.
5. Develop the evaluation criteria (or key) for your formal assessment or link it here.
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry
Which phenotype is dominant?
Student forms connections between the tasters/non-taster's environment and its ability to survive.
No connections are created between environment and survival
What scientific practices did students engage in during this activity? Did they follow a test protocol? Decide how to assemble data? Did they make a claim that they had to support with evidence, for example?
7. & 8. - Already addressed above.
9. For your informal assessment, upload scans of the work of three or four students.
10 For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning
differences or special needs?
I provided accommodations for students with learning differences
III. Analysis / Reflection
11. Use both your formal and informal assessment to describe what you learned about your students' understanding about these concepts. Use specific examples from both to illustrate your point. What can they do now? What do they stilll need to learn?What concepts have they learned?
In the formal and informal assessments, the students can demonstrate an understanding on the following concepts:
What do they still need to learn?
12.None
13. For formal assessment, select one student characteristic, and compare the relative performance of each group. Use a box/whisker plot to compare the groups. What do you conclude? why?
Entire Period
Mean Test: 76
High 90
Low: 49
Females
Mean test: 74
High: 90
Low: 49
Males
Mean test: 79
High: 88
Low: 68
The lower end of the male distribution was higher than the female lower end. There were two females who failed the test. As a result the mean of the unit test was higher for the males.
As I taught this unit, I had students solve genetic problems on the white board. Perhaps, I needed to focus more attention on these two females who did not perform as well on the test. Perhaps I need to better utilize my formative evaluations so that the lower performing students perform well on the summative evaluations.
14 Describe one way you involved self-assessment. How did you communicate what you learned from both assessments to students? What did they do with this information?
During this unit, I gave the students a pop quiz on DNA structure and the scientists. I did not count the pop quiz; I also did not communicate this information to the students until the end of the period. This pop quiz happened the day before a scheduled quiz. After I gave the pop quiz, I asked the students to use their notes and book to correct their own quiz. After they corrected their own quiz, I reviewed the correct answers with the students. This form of self-assessment allowed the students to understand the level of studying needed for the upcoming scheduled quiz. It allowed the students to understand their strengths and areas of further focus.
Did you support students making these self assessments? How?
When I give the tests, labs and quizzes back to students, I have a powerpoint slide with the following data: mean, high and low marks on the assessment. I also point out a few questions that provided difficulty for most students. I tell the students that there is a good chance that they will see these questions on the mid-term test. The students write the correct answer to the difficult questions on their test and PTC laband then file these documents nto their binder.
1 Comapare your objective for student learning to the student learning you observed. What did you learn about your teaching? What will you do differently? What, if anything, will you do to imporve the assessment instrument?
My objectives for the students included the following: After this unit, the students will be able to:
- Describe the building blocks of DNA
- Explain the differences between the DNA structure and ribonucleic acid
- Describe the significance of each of the DNA scientists
- Describe the different phases of the cell cycle
- Explain the process of transcription
- Describe the what happens in translation
- Explain how variation occurs through point and shift mutations
- Analyze DNA and answer an inquiry-related question
Well-stated objectives. :-)After evaluating the formal (unit test) and informal assessments (PTC lab), I feel that the students achieved the objectives of the unit. By evaluating the tests, I coul see that
I felt I was able to meet the objectives of student learning. On my formal assessment (unit test), I did not incorporate a question of high order thinking (DOK-4; extended thinking). This is an area of improvement for me. During my instruction, I need to build a foundation and then present questions to students that forces the student to have a higher level of thinking. The next time I teach these lessons, I will try to have the following model for each lesson
I agree. Your objectives are for DOK 1 & 2 level understanding. Though you considered your PTC lab to require strategic thinking, I doubt this happened unless you had students solve a particular problem with their data or recount how the protocol helped them answer a question. Generally, DOK 4 thinking occurs in an extended project. I think of this as requiring iteration/self-correction.
If I can consistently do this with each lesson, I feel that the students can confidently apply their foundation toward more application-related questions on a test. If I had to change my assessment instrument (unit test) for the future, I would add a couple of questions that forces the students to have a higher-order of thinking. The higher-order thinking is a skill that students can take with them into any new environment.
I agree. The process you've shared indicates how difficult it is to have students engage in higher-level thinking. You spent all this effort, but are unsatisfied with this particular part of the assignment. This is a good sign, since recognizing students "aren't quite there" is a key step in raising your level of teaching. That said, the PTC lab is a good starting place to move to the next level.